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The Three Rs and Central Processing Training

The Three Rs and Central Processing Training THREE THE Rs CENTRAL AND TRAINING PROCESSING D. Sam Clements M. Barnes Stephen of The various which the concepts organize categories exception- referred to as disabilities and mini- ality specific learning (SLD) mal brain are established and dysfunction (MBD) generally at the time. definitions of these see accepted present (For terms, The basic of these is that the Appendix.) premise concepts deficiencies in and behavior which characterize learning MBD/- SLD children are a result of a of as devia- variety yet unspecified tions in of the central nervous functioning system (CNS). Given that behavior deficits exist in children learning and/or are who not retarded and that these deficits are not to secondary environmental or cultural or known deprivation any psycho- deviation of CNS becomes the pathology, functioning only that the common of wide in premise explains finding variability and weakness of different and behavior skills strength learning differences are often within an individual child. These regarded as variations of &dquo;normal&dquo; behavior in the When preschool years. the rate of and formal school and begins performance, learning, social behaviors of children are some- by long-established, judged and rather inflexible these behavioral times arbitrary, standards, Sam D. is a in the http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

The Three Rs and Central Processing Training

Clements, Sam D.; Barnes, Stephen M.
Academic Therapy , Volume 13 (5): 13 – May 1, 1978
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References (6)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345127801300503
Publisher site
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Abstract

THREE THE Rs CENTRAL AND TRAINING PROCESSING D. Sam Clements M. Barnes Stephen of The various which the concepts organize categories exception- referred to as disabilities and mini- ality specific learning (SLD) mal brain are established and dysfunction (MBD) generally at the time. definitions of these see accepted present (For terms, The basic of these is that the Appendix.) premise concepts deficiencies in and behavior which characterize learning MBD/- SLD children are a result of a of as devia- variety yet unspecified tions in of the central nervous functioning system (CNS). Given that behavior deficits exist in children learning and/or are who not retarded and that these deficits are not to secondary environmental or cultural or known deprivation any psycho- deviation of CNS becomes the pathology, functioning only that the common of wide in premise explains finding variability and weakness of different and behavior skills strength learning differences are often within an individual child. These regarded as variations of &dquo;normal&dquo; behavior in the When preschool years. the rate of and formal school and begins performance, learning, social behaviors of children are some- by long-established, judged and rather inflexible these behavioral times arbitrary, standards, Sam D. is a in the

Journal

Academic Therapy – SAGE

Published: May 1, 1978

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